Assessment Methods of Personal Learning Outcomes in Subject Areas According to Special Basic Educational Program of Primary Education for Students with Mental Retardation

Elena Vladimirovna Zvoleyko, Svetlana Anatolyevna Kalashnikova, Tatiana Konstantinovna Klimenko

Transbaikal State University, Aleksandro-Zavodskaya Street, 30, Chita, 672039, Russian Federation

DOI : http://dx.doi.org/10.13005/bbra/1951

ABSTRACT: Federal State Educational Standard for students with disabilities regulates three kinds of development results of a special educational program. To verify the achievements of students’ knowledge and skills, the traditional forms of control are used. The development of procedures for assessing the achievement of personal learning outcomes is rather difficult. According to Federal State Educational Standard, personal learning outcomes are defined within all structural components of special basic educational program of primary education: different subject areas, programs of formation of universal educational actions, spiritual and moral development, the formation of ecological culture, healthy and safe lifestyle, extracurricular activities, and remediation. Personal learning outcomes in every subject area depend on the specific character of each subject: philology, mathematics and computer science, social science and natural science, religion, art, technology, physical education. Personal learning outcomes in every subject area depend on the specific character of each subject. The article presents methods for assessment of personal learning outcomes in subject areas within special basic educational program of primary education for students with mental retardation.

KEYWORDS: Personal learning outcomes; subject area; children with mental retardation; special basic educational program of primary education; federal state educational standard of primary education for students with disabilities

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